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https://ptsldigital.ukm.my/jspui/handle/123456789/459789Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Mohd Izham Mohd Hamzah, Prof. Madya Dr. | |
| dc.contributor.author | Hafizah Mohd Tahir (P62865) | |
| dc.date.accessioned | 2023-09-13T09:32:45Z | - |
| dc.date.available | 2023-09-13T09:32:45Z | - |
| dc.date.issued | 2015-06-17 | |
| dc.identifier.other | ukmvital:83662 | |
| dc.identifier.uri | https://ptsldigital.ukm.my/jspui/handle/123456789/459789 | - |
| dc.description | Kajian ini bertujuan untuk meneliti implementasi Penarafan Kendiri Sekolah (PKS) di Malaysia. Fokus objektif kajian ialah kepada implementasi PKS di tiga buah sekolah rendah yang menerima Anugerah Tawaran Baharu kepada Guru Besar dan juga mengenal pasti peranan Guru Besar dalam implementasi PKS tersebut. Kaedah kajian yang digunakan ialah kajian kualitatif secara kajian kes. Sampel kajian ialah tiga orang Guru Besar, empat orang Guru Penolong Kanan dan tiga orang guru. Dapatan kajian menunjukkan bahawa implementasi PKS di setiap sekolah ditentukan oleh Guru Besar mengikut kefahamannya mengenai konsep PKS tersebut. Ini mendorong kepada pelbagai persamaan dan perbezaan dalam implementasi PKS yang dilaksanakan di ketiga-tiga sekolah. Pertamanya, refleksi sistematik dilaksanakan dalam semua bidang pengurusan sekolah menerusi amalan penilaian dan pendokumentasian. Seterusnya, perkongsian objektif agak kurang dilaksanakan di sekolah, walau pun pihak sekolah menyedari bahawa secara prinsipnya PKS membantu untuk mengenal pasti kekuatan dan kelemahan serta seterusnya menjadi panduan untuk menyenaraikan cadangan penambahbaikan. Implementasi PKS dilaksanakan untuk memenuhi arahan Kementerian Pendidikan Malaysia iaitu bagi tujuan pengisian skor PKS-SKPM. Perkongsian kepimpinan diketuai oleh Guru Besar dengan kepercayaan diberikan kepada Guru Penolong Kanan dengan bantuan guru tertentu sahaja. Amalan komunikasi berkesan dilihat menerusi hebahan skor PKS yang diperoleh sekolah oleh Guru Besar kepada semua guru. Namun, konsep implementasi PKS itu kurang dikongsi bersama dan mungkin menyebabkan kekeliruan dan ketidakfahaman khususnya di kalangan guru. Seterusnya, sokongan hubungan yang baik di antara Guru Besar dengan GPK begitu juga dengan guru lain didapati memudahkan urusan penentuan skor PKS dibuat. Akhir sekali ialah integrasi polisi yang merupakan skop yang akan sukar difahami dan diterjemahkan oleh pihak sekolah dalam implementasi PKS. Kesimpulannya, implementasi PKS di sekolah perlu dimantapkan supaya ia dapat berperanan dengan lebih berkesan sebagai satu indikator jaminan kualiti sistem pendidikan di Malaysia.,This study is aimed to explore the implementation of School Self-evaluation (SSE) in Malaysia. The objective of this study is to look into its implementation in three primary schools awarded with New Deals Reward and also to identify the roles that the Headmaster plays in it. This study used qualitative method through case study. The respondents in this study are three Headmasters, four Senior Assistants Teachers and three teachers. The results indicate that the implementation of SSE in each school is determined by the Headmaster’s understanding of SSE concepts. This led to some similarities and differences. Firstly, systematic reflection is practiced in all schools’ administration through evaluation and documentation. In addition, shared objectives is somewhat less present in the school, although the school recognizes that in principle SSE helps to identify strengths and weaknesses and thus serves as a guide for future improvements. The implementation of SSE is done to meet the directive of the Ministry of Education which is for the purpose of getting the PKS-SKPM scores. Shared leadership is led by the Headmaster with trust given to Senior Assistant and some teachers. Effective communication practices is seen when the Headmasters acknowledge the PKS-SKPM scores with the teachers. However, the concept of SSE is less shared and thus, may cause confusion and misunderstanding especially among the teachers. Next, shared leadership between the Headmaster and Senior Assistant as well as with other teachers ease the process of identifying the PKS-SKPM scores. The final element is the integration of policy which is quite difficult to be comprehended and displayed by the schools. As the conclusion, the implementation of SSE in schools need to be strengthen in order for SSE to be efficiently used as quality assurance indicator for the education system in Malaysia.,Master/Sarjana | |
| dc.language.iso | may | |
| dc.publisher | UKM, Bangi | |
| dc.relation | Faculty of Education / Fakulti Pendidikan | |
| dc.rights | UKM | |
| dc.subject | Educational productivity | |
| dc.subject | Educational evaluation | |
| dc.title | Implementasi penarafan kendiri sekolah di sekolah rendah yang menerima anugerah tawaran baharu kepada guru besar | |
| dc.type | theses | |
| dc.format.pages | 151 | |
| dc.identifier.callno | LB2822.75.H336 2015 tesis | |
| dc.identifier.barcode | 001846 | |
| Appears in Collections: | Faculty of Education / Fakulti Pendidikan | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| ukmvital_83662+SOURCE1+SOURCE1.0.PDF Restricted Access | 1.42 MB | Adobe PDF |  View/Open |
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